THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


fjtn 


LA  wren  • 


.  0. 


PRIMARY  PHONOGRAPHY. 


ISAAC  PITMAN'S  SYSTEM  OF  PHONETIC  SHORTHAND; 


.  O/J  *f., 

4  •      t  A  •  •    i  ^      •         /!>•  ^  H'^/  ^ 
^cne$  of  timmuitl  mxetns^s,   *<4// , 

t-r  i    *         c  *  ^^<ttj8  c 


WRITTEN   PRINCIPALLY  IN  THE  SIMPLE  CHARACTERS  OF  THE 
PHONOGRAPHIC  ALPHABET,  WITHOUT  CONTRACTION. 


BY 

IDA  C.  CRADDOCK, 

TEACHER  OF  PHONOGRAPHY  AT  GIRARD  COLLEGE,  PHILADELPHIA. 


PHILADELPHIA: 
PUBLISHED  BY  THE  AUTHOR 

1882. 


COPYRIGHT. 
IDA  C.  CRADDOCK. 

1882. 


STACK  ANNEX 


PREFACE. 


T1THEN  Tiro,  Cicero's  freedman,  invented  the  first  known 

*  »     method  of  shorthand  reporting,  his  one  idea  was  to  find 

a  way  of  taking  down  speeches  verbatim  and  in  the  shortest 

possible  time.     And  this  has  been  the  aim  of  the  many  short- 

hand  inventors  who  have  flourished  since  his  day.     But  for  a 

5J  long  time,  the  systems  of  Tiro  and  his  successors  were  doomed 

to  failure.    Founded,  as  they  were,  wholly  or  in  part,  upon  the 

:   imperfect  longhand  alphabets,  they  were  almost  as  lengthy  and 

23   cumbersome  as  the  longhand  whose  place  they  were  intended 

•^   to  take. 

In  1837,  Mr.  Isaac  Pitman,  of  Bath,  England,  gave  to  the 

5?   world  what  we  may  call  a  natural  system.     It  had  for  its  alpha- 

*    bet  signs  representing  the  sounds  of  the  human  voice;  and 

^    "sound  writing,"  or  '^phonography,"  by  reason  of  its  briefness, 

simplicity,  and  the  natural  arrangement  of  its  characters,  at 

once  came  into  use. 

fj       Since  that  time  others  have  modified  this  phonetic  short- 

;    hand  of  Mr.  Pitman's ;   and  he  himself  has  made  improve- 

'    ments  in  his  system,  which  have  caused  it  to  be  preferred  to  all 

other  systems,  both  in  England  and  America.     Among  other 

things,  he  has  compiled  a  shorthand  dictionary,  containing 

some  twenty-six  thousand  words,  of  great  convenience  as  an 

authority. 

But  Isaac  Pitman  builded  better  than  he  knew.     Shorthand 


4484.00 


IV  PREFACE. 

was  at  first  intended  for  the  reporting  of  public  speeches  in 
Parliament,  the  court-room,  and  the  church.  But,  by  degrees, 
its  use  spread  to  all  public  halls;  then  to  the  private  rooms 
of  literary  men,  where  long  articles  were  to  be  written,  or  ex- 
tensive notes  taken  from  books;  until  at  length  it  has  invaded 
the  railway  office,  the  manufactory,  and  the  counting-room. 
Most  large  business  houses  now  employ  shorthand  writers, 
whose  duties  are  simply  to  report  and  copy  out  letters  dictated 
to  them  by  the  head  of  the  firm. 

With  such  a  record,  it  is  plain  that  phonography  daily  grows 
in  importance  as  a  professional  study.  To  the  ambitious 
young  men  and  women  who  are  working  their  way  up  from 
the  foot  of  the  business  ladder,  the  phonographer's  profession 
holds  out  a  helping  hand  ;  for  it  offers  larger  salaries  than  any 
other  profession,  for  the  time  and  money  spent  in  acquiring  it. 

But  this  is  not  the  only  use  of  phonography.  It  is  also  val- 
uable as  an  aid  to  correct  pronunciation.  In  using  it,  we  are 
obliged  to  write  every  word  according  to  the  sounds;  and  so  it 
follows  that  we  must  be  able  to  analyze  those  sounds  correctly. 
Phonography  enables  us  to  do  this,  as  it  possesses  in  its  alpha- 
bet a  representation  of  every  sound  used  in  the  correct  articu- 
lation of  our  language;  and  so  easy  of  understanding  is  the 
system,  that  any  little  child  ought  to  be  able,  in  a  few  lessons, 
to  give  the  sound  of  every  word  it  meets. 

We  have  said  that  the  final  goal  of  all  shorthand  writers  has 
been  verbatim  reporting.  In  their  eagerness  to  attain  this  end, 
they  have  not  thought  it  worth  while  to  dwell  upon  the  pri- 
mary forms,  but  have  hurried  on  to  those  which  are  more 
abbreviated.  Among  those  who  have  taught  longest  and 
most  successfully,  however,  this  is  now  felt  to  be  a  mistake. 
'•'Writing  by  sound"  is  in  most  cases  a  new  thing  to  the 
student,  and  he  should  be  well  drilled  in  the  first  principles. 


PREFACE.  V 

Until  he  is  able  to  write  out  any  word  whatever  in  the  full,  pri- 
mary style,  with  all  the  sounds  expressed,  he  ought  not  to  take 
a  step  beyond.  Let  the  elements  be  thoroughly  mastered,  and 
afterward  the  abbreviations  will  be  learned  easily  enough. 
The  pupil  should  be  able  to  write  in  the  primary  style  without 
thinking  any  more  about  the  forms  of  the  letters  than  he 
would  in  longhand.  He  should  not  hesitate  over  a  word,  for 
in  reporting,  the  man  who  hesitates  is  lost.  And  to  secure  the 
needed  facility,  he  should  be  well  drilled  in  the  writing  and 
reading  of  exercises  in  primary  phonography. 

The  need  of  a  book  that  would  give  due  prominence  to  this 
primary  style  is  apparent.  To  the  best  of  the  author's  knowl- 
edge, no  such  book  has  yet  been  published  in  any  of  the  short- 
hand systems. 

It  is,  therefore,  with  the  hope  of  rilling  this  vacant  corner 
that  the  present  little  volume  is  given  to  the  public.  It  is  not 
expected  nor  desired  that  it  will  supersede  any  of  the  short- 
hand text  books  now  in  use ;  but  it  is  intended  as  an  exponent 
of  the  primary  style,  and  an  introduction  to  Isaac  Pitman's 
"Phonetic  Shorthand."  , 

It  is  believed  that  the  method  here  adopted  will  be  useful  in 
teaching  pupils  of  all  ages.  Every  new  principle  is  explained 
in  detail,  and  is  illustrated  by  a  reading  exercise.  Thus,  at  the 
end  of  the  rules  for  upward  and  downward  L,  a  word  exercise 
on  these  rules  will  be  found  ;  and  this  is  followed  by  a  reading 
exercise, — "  Polly  Powell's  Opal," — in  which  occur  a  number  of 
L-words  under  the  rules.  The  author's  aim  has  been  not  only 
to  furnish  a  drill  on  each  new  principle,  but  also  a  series  of 
little  stories,  etc.,  in  which,  it  is  hoped,  even  an  indifferent 
pupil  may  become  interested  enough  to  read  on  to  the  end  of 
the  book,  and  so  grow  to  understand  primary  phonography 
in  spite  of  himself. 


VI  PREFACE. 

This  volume  is  the  outgrowth  of  the  author's  experience  as 
teacher  of  phonography  in  Girard  College.  In  this  College, 
and  in  the  Phonetic  Shorthand  Section  of  the  Franklin  Insti- 
tute of  Philadelphia,  the  method  here  set  forth  has  heen 
adopted — i.  e.,  thorough  drilling  in  Primary  Phonography  be- 
fore teaching  a  single  abbreviation.  Each  pupil  is  required 
to  write  original  letters  in  Primary  Phonography  to  his  instruc- 
tor; these  are  corrected,  answered  in  the  same  style,  and  re- 
turned to  him.  He  thus  becomes  proficient  in  writing  the 
words  used  in  ordinary  intercourse  (which  are  the  most  need- 
ful for  a  reporter  to  have  at  his  fingers'  ends).  Copying  ideas, 
from  a  book  or  otherwise,  is  discouraged.  The  pupil  is  re- 
quired to  carry  the  words  directly  from  the  lips  of  a  speaker 
or  reader  to  the  paper;  and  he  is  also  required  to  translate 
his  own  ideas  directly  from  his  brain  to  the  paper,  without  any 
intermediate  longhand.  Then,  when  he  has  learned  to  think 
in  Primary  Phonography,  he  is  allowed  to  proceed  to  the  ab- 
breviations of  phonetic  shorthand. 

If  this  book  shall  make  the  path  of  any  tired  young  pho- 
nographers  a  little  more  smooth,  it  will  have  fulfilled  its  pur- 
pose. 

IDA  C.  CRADDOCK. 

PHILADELPHIA,  March  31,  1832. 


CONTENTS. 


PAGE 

BASIS  OF  THE  PHONOGRAPHIC  ALPHABET        ....       9 
ALPHABET. — CONSONANTS        .......     10 

ALPHABET. — VOWELS  AND  DIPHTHONGS 11 

GENERAL  HINTS       .         .         .         .         .         .         .         .         .12 

WORD  EXERCISE  ON  VOWELS  .......     14 

WORD  EXERCISE  ON  DIPHTHONGS 15 

SENTENCES  WITH  FIRST-PLACE  VOWELS 16 

SENTENCES  WITH  SECOND-PLACE  VOWELS        .         .         .         .16 

SENTENCES  WITH  THIRD-PLACE  VOWELS 16 

READING  EXERCISE 17 

RULES  FOR  PLACING  VOWELS 18 

ILLUSTRATIVE  WORDS  TO  BE  WRITTEN  IN  PHONOGRAPHY       .     19 

BEADING  EXERCISES 20 

UPWARD  AND  DOWNWARD  R .22 

WORD  EXERCISE  ON  R  AND  CH 24 

ILLUSTRATIVE  WORDS  TO  BE  WRITTEN  IN  PHONOGRAPHY       .     24 
READING  EXERCISE  ON  R  AND  OH.        .        .        .        .        .25 

UPWARD  AND  DOWNWARD  L  .         .         .         .         .         .         .31 

WORD  EXERCISE  ON'  L    .  ...     32 


Vlll  CONTENTS. 

PAGE 

READING  EXERCISE  ON  L 33 

. 

THE  ASPIRATE,  II  .         .         .         .         .         .         .         .         .35 

WORD  EXERCISE  ox  II 07 

ILLUSTRATIVE  WORDS  TO  BE  WRITTEN  IN  PHONOGRAPHY       .     37 

READING  EXERCISE  ON  H 38 

W  AND  Y  DIPHTHONGS  .         ,         .         .         .     ^         .         .39 

DISSYLLABIC  DIPHTHONGS 39 

WORD  EXERCISE  ON  DIPHTHONGS    ......     40 

READING  EXERCISE  ON  DIPHTHONGS 41 

PUNCTUATION,  ETC.          ...         %      ....    40 

NOMINAL  CONSONANTS 47 

CONSONANT  INITIALS       ....      %*      .        .        .  0  47 

4 

DOUBLE  LETTERS 

WORD  EXERCISE  ON  DOUBLE  LETTERS 48 

READING  EXERCISE  ON  DOUBLE  LETTERS        .         .         .         .49 

BEADING  EXERCISES. 

1.  WHAT  PUSSY  SAID 55 

2.  WHAT  THE  MOUSE  SAID  TO  HER  CHILDREN        .        .        .56 

3.  WHAT  HAPPENED       ........     57 

4.  THE  POND-LILY.        ...  58 

*  <k 

5.  MY  ANT'S  Cows Gl 

6.  THE  TRUMPET-VINE 65 

7.  PLANTS  AND  ANIMALS        .        .        .        .        .        .        .70 

8.  THE  THREE  KINGDOMS 77 

9.  A  FEW  WORDS  TO  THE  READEB  86 


PRIMARY  PHONOGRAPHY. 


v 

"Of'l, 

PRIMARY  PHONOGRAPHY.   ^ 

BASIS  OF  THE   ALPHABET. 


The  plan  of  the  Phonographic  Alphabet  is  very  sim- 
ple. Two  circles,  each  cut  by  two  diameters  at  right 
angles  to  each  other,  —  as  in  the  above  examples,  —  give 
the  basis  for  the  consonant  outlines.  With  the  ex- 
ception  of  the  upward  R  S  ,  the  simple,  straight  lines 
represent  explosive  sounds,  while  the  curves  represent 
those  sounds  which  are  more  flowing,  and  which  may 
therefore  be  prolonged  indefinitely.  (Compare  the  con- 
sonant sounds  in  pipe  and  fife.} 

Omitting  w  6//  ',  wh  ,/  ,  h  /  ^  ,  and  down  ward  r"^, 

consonants  made  by  a  given  organ  are  written  in  the 
same  general  direction  (see  profile  above),  thus  : 

9,  &;/,  v;  ........  \\ 


Teeth,  t,  d;  th,  th;  s,  z;    .....    !!(()) 
Palate,  ch,j;  sA,  zh;  Z,  upward  r,  y  ; 

I  /  )) 

Throat  and  nose,  k,  <j  ;  m,  w,  ng;  —  ...  s- 


10 


PRIMARY    PHONOGRAPHY. 


THE  PHONOGRAPHIC  ALPHABET. 

CONSONANTS. 


EXPLODENTS. 

Name.  Sound. 


CONTINUANTS. 

Name.  Sound. 


p  \ 

pee    as  in  pay 

F 

\.        e/''      as  in  /e  w 

B     \ 

bee 

"    bay 

y 

V^    fee 

"    view 

T      | 

tee 

"     rie 

Th 

(^     z'«A 

"   thigh 

D      1 

dee 

"     die 

Th 

(^    f/iee 

"   thy 

Ch    / 

chay 

"     cAest 

S 

)      es 

"   seal 

J     / 

^y 

"    jest 

Z 

\     zee 

"    zeal 

K   — 

kay 

"    A;ic/t 

Sh 

J     ish 

"    master 

G    — 

y«y 

"   ^^ 

Zh 

J     zhee 

"   measure 

NASALS. 

M      x—  X 

em 

"    sum 

N 

^^/   en 

"   sun 

Ng 

^*S   ing 

"   suw,^ 

LIQUIDS. 

L    f    ( 

strike)  ^ 

"    lull 

R 

~\(%3&a 

r"    air 

ray 


COALESCENTS. 

«^tch  !    Y  /' 

ASPIRATE  LETTERS. 

(8tru0^e) 


yes 


H   /  Gl^ 
Wh    breath-?/;  C/  (6tru0pke)  whay 


as  in  Aitch 


PRIMARY    PHONOGRAPHY.  11 

Remarks. — Where  the  consonant  sounds  group  them- 
selves naturally  in  pairs  (as  p  and  o,  s  and  z),  a  light 
sound  is  represented  by  a  thin  stroke,  and  the  corre- 
sponding heavy  sound  by  a  thick  stroke. 

After  the  consonant  outline  of  a  word  is  written,  the 
vowel  sounds  are  rilled  in  by  means  of  the  dots  and 
dashes  given  below.  It  will  be  seen  that  each  vowel 
sign  is  here  placed  to  a  consonant,  £,  and  takes  a  differ- 
ent sound,  according  as  it  is  placed  at  the  beginning, 
middle,  or  end  of  the  consonant. 

SIMPLE  VOWELS. 

Light. 

1.  A        as  in        at         '|  j  1.  O        as  in        not       ~| 

2.  E  "  met      -I  i  2.  U  "  nut      -I 


3.     I 

it 

\  3.  OO 

foot 

_ 

Heavy. 

1  .     Ah     as  in 

father    * 

<  1.  Aw     as  in 

ought 

™ 

2.     A 

say 

|  2.  O 

no 

- 

\ 

3.     E 

he 

\  3.  OO        " 

too 

i 

DIPHTHONGS. 

I                as  in 

by       v 

U             as  in 

few 

Ci 

Ow 

COM;     A 

Ea,  ei,  or  eo 

Oi 

toy      * 

as  in  real,  seeing, 

theory 

/, 

The  signs  for  diphthongs,  piven  above,  are  used  only  for  convenience.    The 
sound  which  each  represents  is,  in  reality,  a  combination  of  two  simple  vowels. 

Thus  /  is  com  posed  of  ah-ee;  Ow,ofo-ou;  Oi,ofaw-i;  U,  of  i-oo. 


12  PRIMARY    PHONOGRAPHY. 

GENERAL  HINTS. 

1.  In  writing,  the  elbow  should  be  turned  out,  and 

the  pen  or  pencil  held  so  that  the  letter  \  b  can  be 
struck  with  ease.  The  best  way  to  hold  a  pen  is  be- 
tween the  first  and  second  fingers,  steadying  its  move- 
ments with  the  thumb.  With  the  pen  in  this  position, 
the  pupil  will  find  that  he  can  much  more  easily  form 
those  characters  which  are  most  difficult  of  execution 
(the  horizontal  curves  in  particular). 

2.  At  first,  the  pupil  should  write  slowly  and  with 
great  care.     When  he  has  learned  to  draw  the  charac- 
ters correctly  and  elegantly,  rapid  writing  will  be  easy; 
but  if  he  tries  to  write  fast,  rather  than  well,  he  will 
find  too  late,  in  his  illegible  writing,  the  mistake  he 
has  made. 

3.  The  best  size  for  the  consonants  is  one-sixth 
of  an  inch  in  length.    Be  careful  to  make  all  the  charac- 
ters about  the  same  length. 

4.  The  consonant  outline  of  a  word  is  always  written 
first,  and  the  vowels  or  diphthongs  put  in  afterward. 

5.  The  consonants  of  a  word  should  be  joined  to 
each  other,  and  the  whole  outline  written  without  lift- 
ing the  pen. 

6.  In  writing  the  heavy  curves,  make  them  thickest 
in  the  middle,  and  gradually  taper  them  to  the  ends, 

thus;    ^(  )  J 

7.  Horizontal  letters  should  be  made  on  the  line, 
or   slightly  above    it;    never  under  the   line;    thus, 

^"^  •^">->^  ;  not  


.PRIMARY     PHONOGRAPHY.  13 

8.  L  and  Sh,  when  standing  alone,  are  written,— L 
upward  and  &h  downward.     When  joined  with  other 
consonants,  they  may  be  written  either  up  or  down,  as 
is  most  convenient. 

9.  The  first  sloping  or  vertical  consonant  should  rest 


on 


the  line.      Example,  S  ship;  /  •  check;     / 


rain ;    s^r       Mary ;         \  cape. 

10.  Dash  vowels  should  be  written  at  right  angles  to 
the  consonant  to  which  they  are  placed.     Thus,  I"  toe  ; 

[coat;    */  shoe;    \     thaw;   V.  foe.        They  must 

not,  however,  touch  the  consonant,  as  that  might  occa- 
sion mistakes. 

1 1.  Remember  that  the  sounds  of  a  word  follow  each 
other  in  regular  order,  from  left  to  right,  and  from  top 
to  bottom,  just  as  they  would  in  longhand,  if  each  letter 
or  group  of  letters  had  a  line  to  itself. 

12.  And   last,   but    not    least,   bear    in    mind   that 
phonography  means  writing  by  sound ;  and  that  only 
the  true  sounds  of  a  word  should  be  expressed. 


VOWELS. 

Every  consonant  contains  three  places  or  positions 
for.  vowels,  namely ; 

Beginning  of  the  consonant,  or  first  place. 

Example ;  /    has  ;  t-\  i  what. 


14  PRIMARY    PHONOGRAPHY. 

Middle  of  the  consonant,  or  second  place. 

Example;")  us;  /   *1  let. 
End  of  the  consonant,  or  third  place. 

Example  ;l_    to;   '•I  read. 

WORD  EXERCISE  ON  VOWELS. 
First-place  vowels  are  a,  ah,  o,  aw.     Example; 

>'  vi  n  c  c/i  r  ~i 


Second-place  vowels  are  e,  a,  u,  5.     Example; 

/•  /^  -)   A   N    V  U 


Nj    V 


<w>     — 
Third-place  vowels  are  i,  e,  oo,  oo.     Example; 

L  A  .)  ~\  ^  L/  V    I 


J 


S 


PRIMARY     PHONOGRAPHY.  15 

DIPHTHONGS. 

I  and  Ow  may  be  written  in  first,  second,  or  third 
place,  as  is  most  convenient. 

Example  ;    x—  x  >  _  /    ^      \  9. 

V  /v       *  A        /A 


Oi  is  always  written  in  the  first  place. 

V^ 

Example  •     .....     \    ^j^*—  ' 

U  is  always  written  in  the  third  place. 

Example-     .....     N—  -f\     V 

Ea,  ei,  or  eb  is  always  written  in  the  third  place. 
Example;     ...... 


EXERCISE  ON  DIPHTHONGS, 

?   v) 


r 


Punctuation. — A  period  is  expressed  thus :  x 

o 

A  question  mark  is  expressed  thus :  x 


An  initial  capital  is  expressed  thus :    v^  John. 


16 


PRIMARY    PHONOGRAPHY. 


SENTENCES. 
First-place  vowels  and  diphthongs. 


nn 


s\ 


Second-place  vowels. 


n 

Third-place  vowels  and  diphthongs. 

</• ).  c  \. 


PRIMARY    PHONOGRAPHY. 


17 


L   XI 


.)  .1 


A 


c  u  §.   .1 


I-  L/ 


18  PRIMARY    PHONOGRAPHY. 


RULES  FOB   PLACING  THE   VOWELS. 

When  a  vowel  comes  between  two  consonants, 
it  is  possible  to  write  it  either  after  the  first  consonant 

or  before  the  second,  thus;  took,  l=-  or    L_L  ;  sat,  ) 


or 


But  first-place  vowels  should  always  be  written  after 
the  first  consonant;  while  third-place  vowels  should  be 
written  before  the  following  consonant.  This  is  to 
avoid  awkwardness  in  such  words  as  sAara,  reel;  the 
best,  and  indeed  the  only  way  being  to  write  these 
words  according  to  the  principle  given  above,  thus; 


With  second-place  vowels  a  compromise  is  made. 
The  long  or  heavy  vowels  settle  down,  as  it  were,  to  the 
first  consonant,  while  the  short  or  light  vowels  fly  off' 
to  the  following  consonant.  This  facilitates  the  read- 
ing of  words  in  which  these  vowels  have  been  carelessly 
made  thicker  or  thinner  than  they  should  be. 

The  above  principles  are  illustrated  by  the  follow- 
ing diagrams : 

LIGHT   VOWELS.  HEAVY   VOWELS. 

II 


PRIMARY     PHONOGRAPHY.  19 

RULES. 

First-place  vowels  are  written  after  the  first  conso 

/* 

nant.      Example;  L —   chalk. 

Second-place  heavy  vowels  are  written  after  the 
first  consonant.     Example;  X\\   robe. 

Second-place  light  vowels  are  written  before  the 
following  consonant.     Example;    //\  rub. 

Third-place  vowels  are  written  before  the  following 
consonant.     Example;  L*.  cheek. 


Write  the  following  words  in  phonography,  being 
careful  to  make  the  heavy  vowels  somewhat  thicker 
than  the  light  ones: 

Sat,  sought,  sit,  set,  stay,  pick,  big,  beak,  net,  knit,  naught, 
not,  fun,  vain,  vein,  mane,  name,  men,  moon,  man,  numb, 
thank,  that,  path,  faith,  rank,  once,  yet,  bay,  witch,  which, 
what,  yes,  yard,  through,  hat,  who,  him,  shut,  sharp,  vision, 
catch,  coach,  cake,  chase,  choose,  jug,  change,  gem,  game, 
waste,  west,  lull,  leaf,  rill,  brook,  bank,  key,  work,  play,  dog, 
deer,  good,  friend,  ink,  pen,  sale,  sill,  pencil. 

Punctuation. — A  dash  is  expressed  thus;  i — • — i 
A  hyphen  is  expressed  thus;     = 


20 


PRIMARY     PHONOGRAPHY. 


t^^. 


C/| 


V 


\.  r 


v 


lv  X 


T 


x 


PRIMARY     PHONOGRAPHY.  21 


nr  \ri  u 


N  I 


r  ). 


.)  "= 


u ,  ^x-  u 

')    ^     ')    ('    : 


(. 


y^f-w 

-^  L  ^_  C  < 
^^^,1    liX),(- 
M  C  VI , 


PRIMARY     PHONOGRAPHY. 


C       6   *  A 
5     ^     \          i        4 


J   .) 

)-,(,- 


UPWARD   AND  DOWNWARD   R. 

R  is  represented  either  by      1  written  downward,  or 

by  ^       written  upward. 

To  make  it  less  likely  that  upward  r,  when  standing 
alone,  should  be  mistaken  for  ch,  ch  is  made  to  slope 
about  60  degrees  from  the  horizontal,  and  r  30  degrees, 


thus; 


When  joined  to  other  letters,  ch  and  r 


PRIMARY    PHONOGRAPHY.  23 

are  distinguished  by  the  direction  of  the  stroke,  thus; 

"•"7  v 

/    catch ;   s~~**s 


In  deciding  which  r  should  be  used  in  a  word,  the 
,;  ^following  is  the 

GENERAL  RULE. 
The  upward  R  is  the  advance  guard  of  a  syllable. 

X\.  /* — /          v  /* 
.r..}  rye;      ^\        I   branch;    ^~s      free. 

The  downward  R  is  the  rear  guard  of  a  syllable. 
Example;  v\  ire;  'Y  early; 

REMARKS. 

The  nucleus,  the  necessary  part  of  a  syllable,  is  the 
vowel  or  diphthong;  it  is  this  of  which  upward  and 
downward  R,  are  respectively  advance  and  rear  guard. 

SV»  /• 
fai-ry  \^/ 

The  rule  for  the  downward  R,  however,  does  not 
apply  when  it  would  cause  an  awkward  joining  or  an 

undecided  outline  ;  as  in  <s   *\  ivere,    *\  earth,  S\    > 

/-A 

roar,  which  should  always  be  written  I/         /  \ 

Nor  does  the  rule  apply  when  it  would  interfere  with 


24  PRIMARY    PHONOGRAPHY. 

the  compactness  of  a  word,  by  carrying  it  too  far  be- 
low the  line.     Thus,  fortify  should  never  be  written 


In  a  word  containing  no  other  consonant  but  R,  with 
a  vowel  both  before  and  after  it,  write  the  downward 

R.     Example;  array       \ 


WORD  EXERCISE  ON  UPWARD  AND  DOWN- 
WARD  R   AND   CH. 


Write  the  following  words  in  phonography, 
according  to  rule  for  the  upward  and  downward  R : 

Tire,  right,  wrote,  tore,  door,  road,  rat,  tar,  tarry,  are,  ray, 
array,  reap,  peer,  fire,  rough,  fur,  furrow,  sire,  rise,  arise,  farm, 
firm,  ring,  wring,  wringer,  rich,  arch,  yard,  Richard,  rear,  arti- 
choke, wear,  sir,  rush,  chair,  share,  rash,  arm,  armor,  manner, 
fear,  reef,  roar,  crack,  care,  cringe,  range,  danger,  fringe, 
where,  brook,  trunk,  crib,  cheer,  cheery,  choir,  rare,  sour, 
our,  hour. 


PRIMARY    PHONOGRAPHY.  25 


II  I/ 


VL 


"  C 


S>  Y 

U   \  x 

^  v 


L  U  *1  UI  I. 


CX/     ^ 


vl. ,  x>.  C 


26 


PRIMARY    PHONOGRAPHY 


-1  .)  .1  n 


n 


*1 


\ 


l-\. 


-7  ^  \ 


PRIMARY    PHONOGRAPHY.  27 


/ 

L  V 


I 

L  V  U|  ,  J 


\  .r)  ^L  v 

~i         '    j 


K\ 


(.   V/x     >•   ')     U    ') 


i  (.  x 


^V  \ 


28 


PRIMARY    PHONOGRAPHY. 


/ 
-J-1 


n 


(. 


*-» 


1-2 


C. 


')(. 


«*     X 


" 


PRIMARY    PHONOGRAPHY. 


29 


\xi  L 


)  K  ,  .1 


V  /  ')  M.  ')  .1 


/ 


v    ^  J 


(. 


"V    L  (.-CX)  ,  "  .1  l^  I.  ^  r- 


30 


PRIMARY    PHONOGRAPHY 


cc 


V. 


)-  (.  ~v) ,  *1  vi  b 

^  I- ,  ^ 

A  f 

r 


(•   " 

c  vy, 


(. 


PRIMARY    PHONOGRAPHY.  31 

UPWARD   AND   DOWNV7ARD   L. 

To  this  letter  the  same  general  rule  applies  as  to 
r — i.e.,  the  upward  form  is  used  when  a  vowel  follows 
it,  and  the  downward  when  a  vowel  precedes. 

But  this  rule,  however  general  in  its  application  to 
Z,  cannot  be  made  absolute,  as  in  the  case  of  the  letter 
r.  The  reason  is  that  both  forms  of  the  r  have  a  for- 
ward motion,  while  with  the  I  one  form  is  downward 
and  backward.  The  latter  is  a  check  on  the  writer's 
forward  impetus;  and  in  this  way,  he  loses  not  only 
speed,  but  time,  as  the  hand  has  to  travel  so  much 
farther  to  the  next  word.  Compare  the  outlines  of 


\_     with 


with 


The  rules  given  below  have  been  found  the  most 
available.  But  in  cases  where  they  seem  to  conflict, 
the  student  should  bear  in  mind  that  he  can  scarcely  go 
wrong,  if  he  maintains,  in  general,  a  forward  movement 

of  the  hand,  as  in  the  word  ^/      shall. 

• 

Rule  I.  Initial  Z,  followed  by  a  horizontal  con- 
sonant, is  written  downward  if  a  vowel  precedes  it, 

and  upward  if  a  vowel  follows.     Example;    (      elk; 

• 

f  leak ;   C^^  elm  ;  /•          lame. 


32  PRIMARY    PHONOGRAPHY. 

Exception.     Such  words  as  allay  iny,  illness,  should  be 
written  •/*         f       V,  to  agree  with  their  primitives 


Rule  II.  Final  I,  preceded  by  /,  v,  upward  r,  up- 
ward h,  stroke  w,  or  stroke  y,  is  written  downward  if 
a  vowel  precedes,  and  upward  if  a  vowel  follows. 
Example;  £. 

^/ool;\*J     folly;      >'    real;  '          really. 

Rule  III.  When  final  I  is  preceded  by  an  explodent, 
and  two  vowels  come  between,  write  I  downward. 

Example  ;  t^/s\  jewel.     Such  words  as  Poll,  Polly,  are 


written    V      N/ 

Rule  IV.     Final  I  preceded  by  n  should  be  written 

*v 

downward.     Example;   only     i. 

Rule  V.     In  doubtful  cases  write  I  upward. 

WORDS   WITH  UPWARD  AND  DOWNWARD  L. 

V 


PRIMARY    PHONOGRAPHY. 


83 


V 


V 


/' 
f   ) 


j  .)  <y      -(/  A 

w^-(x  .7.  ,  LV 


'\ 


\. 


A. 


s 


y 


L 


, 
;  .1 


.  v 

\.X 

U   I- 


34 


PRIMARY    PHONOGRAPHY 


~JV 


V 


x 


VI  JT     ,  - 


,    C 


V,  ' 


r  c 


).  (. 


v 


C  < 


<     .  / 


PRIMARY     PHONOGRAPHY.  3o 

THE   ASPIRATE,  H. 
The  aspirate  sound,  h,  is  generally  expressed  by  the 

upward  stroke  O  or  the  downward  /.  But  as  the 
aspirate  in  English  occurs  only  when  preceding  a  vowel, 
it  may  be  expressed  by  a  small  dot  placed  before  the 

..i  .y-- 

vowel  to  which  it  belongs.     Thus;      I  hat;    '       hole; 

v\  hope;  s~*\  home. 

It  may  also  be  expressed  by  a  tick  (which  is  the 
downward  h  contracted)  before  ra,  upward  Z,  downward 

r  and  s.     Example;    £ — s  hum;    ir        hill;   v  i  hire; 

•)  Am. 

This  tick,  however,  cannot  be  used  before  m  or  / 
when  a  first-place  vowel  follows  h ;  because,  in  rapid 
writing,  vowel  and  tick  might  be  carelessly  blended 

into  one.    Therefore,  do  not  write  hall,  ham,  thus,  **5r 
*- — ** ;  but  thus,  f  *•' — x 

RULES  FOR  THE   USE  OF  THE  ASPIRATE. 
Rule  I.     The  downward  stroke  /  is  used  in  words 
which  contain  no  other  consonant.     Example  ;  /»  he  ; 

./v  high.  When  h  is  joined  to  another  consonant,  use 
whichever  form  is  most  convenient. 


36  PRIMARY    PHONOGRAPHY. 

Rule  II.     The  dot  aspirate  cannot  be  used  after  a 

^1\  ..^Lx\ 

consonant.    Thus,  write  unhappy         \  not  \. 

Rule  III.     The  tick  h  cannot  be  used  before  m  or  I 
when  a  first-place  vowel  follows  h. 

Rule  TV.     The  tick  h  is  used  before  I  and  r  in  such 
words  as  hill  v      ;  hail  r      •  hair      i  ;  and  the  upward 


stroke  h  in  such  words  as  hilly  6        ;    hollow 

/' 

hairy   o 

Note.  —  The  upward  h  may  be  joined  to  _p,  £,  c/>, 
thus;  XV  ieAa//;  tf3.  Tahiti;  ^L  Jehovah; 
to  /  and  *A  thus;  ^>o  .Fo/a';  to  s  and  s/i  thus; 

o        <f     ,  —    1^  and  s^     should    be    written    first, 
and  the  circle  finished  when  vocalizing,  —  to  w,  thus; 

* 

^L^Q       J  unliin'je  ;  and  to  w,  y,  upward  r,  and  upward 

». 
^,  thus  ;     ^/^C  ^  Rehob. 

The  downward  A  is  joined  to  cA  thus;     V  Jehu; 

•A 


PRIMARY     PHONOGRAPHY.  37 

to  5,  sA,  thus;     \       y1,—  first  writing  1  and    J  and 

completing  the  circle  when  vocalizing,  —  and  to  p,  k,  m, 
n,  ?,  and  upward  or  downward  r,  thus;     l/-xl  cohort; 

\>    boo-hoo  ;    *  £^   Mahomet  ;    filr*    Elihu  ;    /CZ-k. 
%  '! 

Rehum  ;    **\i    Aarhaas.      In    speaking   of    outlines, 


;    **\i 
J 


whatever  relates  to  the  light  characters  relates  to  the 
corresponding  heavy  ones  also. 

WORD  EXERCISE  ON  H. 


Write  the  following  words  in  phonography,  using 
either  the  dot  or  tick  ^,  wherever  it  is  possible  : 

Hit,  whom,  hair,  hare,  hoe,  hill,  hilly,  hero,  hum,  whose, 
happy,  Hamlet,  harm,  hand,  hook,  house,  hull,  Homer,  haste, 
honey,  high,  hate,  help,  heed,  hush,  hath,  has,  hark. 

448400 


38 


PRIMARY    PHONOGRAPHY. 


•> 


I  'V  </' 


>\    (f 


C    )• 


\    L 


I.  \.  - 

-\. 


I- 

L. 
V 


PRIMARY    PHONOGRAPHY. 


39 


W  AND  Y  DIPHTHONGS. 

The  sounds  of  W  and  Y,  like  the  sound  of  //,  occur 
only  before  vowels.  They  are  called  coalescents;  be- 
cause they  coalesce  or  blend  so  readily  with  the  vowels 
they  precede,  that  it  is  almost  impossible  to  mark  by  a 
pause  where  one  sound  ends  and  the  other  begins. 

By  prefixing  the  sound  of  w  or  y  to  each  of  the 
simple  vowels,  we  have  a  series  of  diphthongs,  repre- 
sented by  the  following  signs : 

\^  — — 

wa     we    wi    wo   wu  woo       wah  way  wee  waw  wo  woo 


ya    ye     yt    yo     yu    yoo       yah  yay  yee  yaw   yo  yoo 


Each  set  of  the  above  diphthongs  is  formed  from  a 
small  circle  cut  by  a  single  diameter, — the  circle  for  the 
w  series  being  halved  vertically,  and  that  for  the  y 
series  horizontally. 


DISSYLLABIC  DIPHTHONGS. 
A  diphthong  is  the  blending  of  two  vowel  sounds 

V 

in  one.     Example ;      i,  which  is  composed  of  the  two 

sounds  ah-ee.     • 

There  are,  however,  dissyllabic  diphthongs,  in  which 


40 


PRIMARY    PHONOGRAPHY. 


each  element  is  sounded.     To  this  class  belong  the  W 
and  Y  series,  and  also  the  following  group : 


ah-t      a-¥      ee-i     aw-t      o-t      oo-f 

This  series  of  signs  may  represent  diphthongs  com- 
posed of  an  accented  long  vowel  followed  by  any  short 


\*s 

vowel  except  oo.     Example  ; 
f     — ^^,  coil,  cawing. 


clayey,  chaos ; 


A  diphthong  may  sometimes  be  joined  to  a  conso- 
nant, as  in  the  words,       \  war,    Y     idle. 


WORD  EXERCISE  ON  DIPHTHONGS. 

4    *a  <u   £    J 


7C 


f    L  b   £ 
\_1, 


PRIMARY    PHONOGRAPHY.  41 


<•       <         VI 


L, 

V,    k«^x   / 

IX)  ^  cl  ,  C.  .)  •        V} 

(  \ri  ,i  v 
~^  ^  -s*,  ^  j'^-icc  k 

U  "1  (.  ^  \  0, 

,(• 


42  PRIMARY    PHONOGRAPHY. 


Vl 


*—  1 
I  ~ 


PRIMARY    PHONOGRAPHY.  43 


" 


yu  M  ^  c  \ 
,  •)  „  ^  r  v\ 


(•  vy)  />  •  Y 


c( 


(. 


LC 


*  )  C  "1  x-t  1 

(   I  ,6 
./    > 


y^j  c 


j 


i-  \. 


44 


PlliMARY    PHONOGRAPHY. 


1     </     I-    C    c,  VI    x    >>•  (• 

vi 

\  A 


(. 


nr 


3)  r 

Li  , 

IL 


V 

\X1 


\ 


»   VJ,1 


c 


PRIMARY    PHONOGRAPHY. 


45 


u  - 


(.  * 


.  „  K) 


U    x 


cc 


;j 


V 

•) 


C     c< 


" 


(    ,   .(    '  VO./T 


/TV. 


C   «)  ,  (. 


)=-) 


..) 


46  PRIMARY    PHONOGRAPHY. 

PUNCTUATION,  ETC. 

Nearly  all  marks  of  punctuation  are  written  as  they 
are  in  longhand.  However, 

The  Period  is  expressed  by  a  small  cross,  thus ;  x 

The  Interrogation  Point  is  written  thus,  *  to  distin- 
guish it  from  a  certain  abbreviated  word  used  in  re- 
porting. 

The  Exclamation  Point  is  written  thus,  x  for  the 
same  reason. 

The  Dash  is  written  thus ;    I 1   or   i— — i 

The  Parentheses  should  be  made  a  little  more  than 

twice  the  size  of  the  \    ith  and  the  es  /  ;     (  thus  1 

An  initial  capital  is  shown  thus ;    O      )— s 

"         "    .( 

Accent  is  shown  by  writing  a  small  cross  near  the 

I XI 

accented  vowel.    Example;  August'    x7;  Au'yust       y 

Emphasis  is  shown,  as  in  longhand,  by  drawing  one 
or  more  lines  underneath.  However,  a  single  line  under 
a  single  word  should  be  waved,  thus, to  distin- 
guish it  from K. 


PRIMARY    PHONOGRAPHY.  47 

The  Exclamations  Ah!  Eh!  Oh!  should  be  written 

t          t      •  t 

x     •   x         * 


A  caret  (  A  )  is  expressed  thus  ;  1 


NOMINAL   CONSONANTS. 

It  is  sometimes  desired  to  express  a  vowel  or  diph- 
thong without  a  consonant. 

In  such  a  case,    I     "T    \  may  be  used  as  nominal 

I    w  *]*• 

consonants.     Thus,  we  may  write  *L  E  for  Etten,  or  *f 

|yp 

JL  for  Andrew.     Or  the  vowel  (if  a  dash)  may  be  struck 
through  the  stem  of  the  nominal  consonant.    Example; 

T1"*  _L    ^  XL 

0  for  Orra;  T  £7  for  Undine:     y  for  /o. 

// 

The  nominal  consonant  may  also  be  joined  to  another 
consonant,  and  written  in  any  direction,  thus; 

.  Jones. 


Note. — In  writing  only  the  initial  sound  of  words 
(especially  proper  names),  where  a  doubt  may  arise 
as  to  what  is  the  corresponding  longhand  letter,  it  is 
advisable  to  write  the  first  two  sounds  of  the  word. 
Or,  if  desired,  the  sounds  which  make  up  the  longhand 
name  of  the  initial  may  be  expressed. 

Thus,  the  initial  of  the  name  Cymbeline  should  not 

be  written  merely   )x  as  it  would  be  taken  for  an  S ; 

a 

it  should  be  written  either  /.  y  or  )9  ^  (Cy  or  C). 


48  PRIMARY    PHONOGRAPHY. 

DOUBLE   LETTERS. 

The  following  double  letters  are  frequently  used,  as 
being  more  convenient  than  their  corresponding  single 
characters.  They  are  the  first  steps  to  that  shortening 
of  phonographic  writing  which  is  called  reporting. 

The  student  should,  therefore,  not  make  use  of  them 
until  he  is  thorough  master  of  the  simple  alphabet. 


^<^.  r 

kw     gw     lr      P|      m  Jj    wl     whl. 

J  .r 

With  the  exception  of  wl  and  whl,  the  two  sounds 
which  each  character  represents  cannot  be  separated  by 
a  vowel  or  diphthong.  Thus,  well,  while,  may  be  written 


;  but  rich,  map,  must  be  written  out  in  full, 
thus;    </  '  ~\ 

WORD  EXERCISE  ON  DOUBLE  LETTERS. 

r   < 


\A 


PRIMARY    PHONOGRAPHY. 


r\ 


\f  x  « 


I  " 


')  O  C 

x^  c 


V  U/1   X  '  \Jk   ~K   \A 


i-  c 


50 


PRIMARY    PHONOGRAPHY. 


*1  X^(  (.<  / 

v* 


-)   (.   kX     I-    ^    •")    I/)  x    "    ). 


1  ,  9  r  ">i  < 

//  »• 


(. 


PRIMARY    PHONOGRAPHY.  51 


v-  \  \.  -n  , 


\.  -n 

»  ' 


(.  \_  ^  'I 


i  \  <• 


i:  "i  LX^  •  j 


iy     (j  K\ 


v  x  (• 


52 


PRIMARY    PHONOGRAPHY. 


t 


c-  vi 


« 


r  1  w  • 


V  ')  )'  -3  ,"_  C 


" 


" 


,;. 
vi 


READING    EXERCISES. 


53 


READING    EXERCISES. 


55 


V! 


A   *Z» 

A| 


—  I        f 

'^~*\  X 


)        </  1        r     -L 


X 


\ 

\—  *—  '  ) 


c 


,  c 


/v  9         /v 


•^\  x 


56 


PRIMARY    PHONOGRAPHY 


C 


-) 


>  (.  ^   W  v  "3   b-  ^ 


A!  x 


»^x  \  * 


n  .) 


')    U  ') 


).  -  1 


READING    EXERCISES.  57 


1  ,^  nr 


,  v 


\—      X 

0/1        "V 


." 


\    (     */r\    ,  /}   v\       /    rn 

»  x  (j  n  c^    ^  |  -i 

N4-LV 


*4 ,  \ 


58 


PRIMARY    PHONOGRAPHY. 


',).  I  (. 


•) 


I..  I 


I.  ^  .1  )- 


I 

••^^   *-  • 


.1  .) 


-r 


,  1  (. 


•  o 


READING    EXERCISES. 


59 


U 


C 


IT  y  t  * 
\  (. 

\ 

)- 


\  __  <  •>/- 


"  c  ^i  ,  x  L  c 


^yq   0-(. 
•I 

^  ^  *Vv  c  u< 

\OK  ^  '/• 


> 


60 


PRIMARY    PHONOGRAPHY 


<,'    I'  I-  C  ,  (. 

v 


-  I.  (.   - 


L  C  k  ,  "1  .) 

Z 


BEADING    EXERCISES. 


61 


\.  ')  /V ') 


,  « 


.  •>  ^  K 


Cv; 


c.  \ 


c 


,  i"i 


62 


PRIMARY    PHONOGRAPHY. 


/• 


VI 


\ 


«r  • 


^  s 

i.   A!  x  c 

M 


c.  - 


'\  (•  jl 


v 


-r  i-  < 

,  V 


READING    EXERCISES. 


63 


C 


\  V 


(. 


VJ  ^   I  A 


.1  ^  (.  K 


64 


PRIMARY    PHONOGRAPHY 


)-  ./  Y^  u  -\ 


L  xx 


1    f 


V  lA 


XI 


V, 


v)  x. 


READING    EXERCISES. 


(.      ^ 


)' 


* 

(. 


,     L: 


X      . 


-C/ 


L(, 


66  PRIMARY    PHONOGRAPHY. 


x>- 


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TESTIMONIALS. 


From  PROF.  JAMES  C.  BOOTH,  LL.D.,  of  the  U.  S.  Mint,  Philadelphia, 
and  author  of  "The  Phonographic  Instructor'1''  of  1855. 

Miss  IDA  C.  CRADDOCK, 

Teacher  of  Phonography  in  Girard  College  : 

MY  DEAR  Miss  CRADDOCK  :  Having  been  shown  your 
"  Primary  Phonography,"  in  its  then  unfinished  state,  by 
Mr.  Holman,  the  Actuary  of  the  Franklin  Institute,  I  was 
so  much  pleased  with  it,  that  I  requested  him  to  send  me  a 
copy  of  the  work  when  it  should  be  completed. 

I  have  now  examined  the  finished  work,  and  must  express 
myself  in  highly  commendatory  terms  of  its  execution,  in 
several  respects. 

i.  As  a  means  of  deeply  impressing  young  persons  with 
such  a  knowledge  and  use  of  Elementary  Phonography,  that 
in  time  their  skill  in  writing  it  will  seem  almost  intuitive. 
2.  The  mode  of  your  accomplishing  such  an  end,  the 
successive  development  of  the  simple,  unabridged  mode  of 
writing  you  have  roost  happily  effected.  3.  Your  mode 
of  throwing  more  interest  into  the  usual  dry  details  of  such 
a  study  or  practice  by  your  invention  of  interesting  narra- 
tions— embracing  at  the  same  time  moral  instruction — 
has  been  to  my  mind  most  successful  and  valuable.  4. 
Lastly,  the  bold  and  clear  type,  and  general  typographical 
beauty  of  the  work  are  specially  worthy  of  commendation, 
when  the  present  tendency  is  too  prevalent  to  cheapen 
books  by  small  type,  to  the  injury  of  sight  in  the  future. 

Respectfully  yours, 

JAMES  C.  BOOTH. 


From  JAMES  A.   KIRKPATRICK,  formerly  Professor  of  Phonography 
and  Book-Keeping  at  the  Boys'  High  School  of  Philadelphia. 

Having  examined  very  carefully  Miss  Craddock's  "  Pri- 
mary Phonography,"  I  take  great  pleasure  in  recommending 
it  as  a  class-book  for  beginners.  It  removes  an  obstruction 
which  I  constantly  felt  while  a  teacher,  and  which,  with 

'very  great  labor,  I  to  some  extent  overcame.  The  obstruc- 
tion alluded  to  was  the  constant  desire  to  press  on  to  quick 
writing  before  mastering  the  rudiments;  and  the  conse- 
quence was  that  many  became  discouraged,  and  relinquished 

•  the  hope  of  success.  This  work  seems  to  be  designed  to 
teach  thoroughly  the  first  principles  of  the  art,  without 
troubling  the  beginners  with  the  pernicious  thought  of  a 
"royal  road  to  learning." 

With  about  twenty  years'  experience  in  teaching  pho- 
nography in  the  Philadelphia  High  School,  I  unhesitatingly 
pronounce  this,  in  my  estimation,  the  best  book  ever  printed 
for  the  use  of  beginners.  Its  unchanging  characters  for 
simple  sounds  and  its  interesting  exercises — new,  and  speci- 
ally fitted  to  illustrate  and  exemplify  the  particular  lesson 
under  consideration — make  it  invaluable  to  the  student. 
All  contractions  and  puzzling  composite  word-signs  are  ex- 
cluded, so  that  the  temptation  to  proceed  too  rapidly  and 
too  superficially  is  entirely  removed.  It  is  well  calculated 
to  give  thorough  instruction  in  the  rudiments,  before  at- 
tempting fast  writing. 

The  paper  used,  the  engraving  of  the  illustrations,  and 
the  lessons  inculcated  in  the  reading  exercises,  are  all  that 
can  be  desired. 

JAMES  A.  KIRKPATRICK. 


From  ROBERT  PATTERSON,  author  of  "The  Reporter's  Assistant"  of 

1850,  and  Secretary  and  Treasurer  of  the  Fidelity  Insurance 

Trust  and  Safe  Deposit  Co.}  Philadelphia. 

Having  examined  carefully  the  work  on  "  Primary  Pho- 
nography "  by  Ida  C.  Craddock,  I  find  it  a  clear  and  prac- 
tical introduction  to  the  principles  and  practice  of  that  art, 
which  I  am  sure  must  be  of  great  use  to  both  pupil  and 
teacher.  The  theory  of  instruction  on  which  it  is  based 
appears  to  be  correct,  namely,  thorough  drill  in  the  ele- 
ments of  the  system,  before  developing  the  complexities 
which, — however  needful  they  may  be  to  secure  brevity  and 
compactness  of  form, — yet,  if  begun  too  soon,  hinder  in- 
stead of  forwarding  the  pupil's  progress,  and  in  the  end 
lead  to  the  abandonment  of  the  attempt  to  acquire  the  art. 

ROBERT  PATTERSON. 

From  PROF.  GEO.  J.  BECKER,  author  of  ^Becker's  System  of  Book- 
Keeping"  and  Professor  of  Drawing,  Penmanship 
and  Book-Keeping  in  Girard  College. 

I  have  examined  with  much  pleasure  the  work  on  "Pri- 
mary Phonography"  by  Miss  Ida  C.  Craddock,  and  can 
recommend  it  with  confidence  to  students  of  the  art,  as 
possessing  a  higher  degree  of  merit  than  I  have  found  in 
any  other  work  on  the  subject.  The  explanations  are  clear 
and  concise,  and  the  illustrations  given  are  ample,  so  that 
any  one  of  ordinary  intelligence  can  study  the  subject  with 
advantage  without  the  aid  of  a  teacher. 

The  little  stories  which  it  contains  are  written  in  "full 
style"  of  phonography,  and  are  especially  of  great  value  to 
the  learner,  as  this  Primary  Style,  without  abbreviations, 
lays  the  foundation  for  the  rapid  writing  as  practised  bv 
reporters. 

The  work  is  also  well  adapted  for  class  instruction. 

GEO.  J.  BECKER. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
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